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Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
The purpose of this book is to present the current state of the
art with respect to research on effective instructional programs
for Latino students in elementary and secondary grades.
Surprisingly, this has not been done before; there are many books
on the situation of Latino students in U.S. schools, but none so
far have reviewed research on the outcomes of programs designed to
enhance the academic achievement of these students.
The chapters represent a broad range of methodologies, from
experimental to correlational to descriptive, and the solutions
they propose are extremely diverse. Each examines, in its own way,
programs and practices that are showing success. Together, they
present a rich array of research-based effective programs that are
practical, widely available, and likely to make a profound
difference. What binds the chapters together is a shared belief
that Latino students can succeed at the highest levels if they
receive the quality of instruction they deserve, and a shared
belief that reform of schools serving many Latino students is both
possible and essential. This is a book filled with statistics,
description, and reviews of research--but even more, it is filled
with optimism about what schools for Latino students can be, and
what these students will achieve. It is a highly relevant and
useful resource for educators, policymakers, and researchers who
want to use research to inform the decisions they make about how to
help Latino students succeed in elementary and secondary schools,
and beyond.
Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
The purpose of this book is to present the current state of the
art with respect to research on effective instructional programs
for Latino students in elementary and secondary grades.
Surprisingly, this has not been done before; there are many books
on the situation of Latino students in U.S. schools, but none so
far have reviewed research on the outcomes of programs designed to
enhance the academic achievement of these students.
The chapters represent a broad range of methodologies, from
experimental to correlational to descriptive, and the solutions
they propose are extremely diverse. Each examines, in its own way,
programs and practices that are showing success. Together, they
present a rich array of research-based effective programs that are
practical, widely available, and likely to make a profound
difference. What binds the chapters together is a shared belief
that Latino students can succeed at the highest levels if they
receive the quality of instruction they deserve, and a shared
belief that reform of schools serving many Latino students is both
possible and essential. This is a book filled with statistics,
description, and reviews of research--but even more, it is filled
with optimism about what schools for Latino students can be, and
what these students will achieve. It is a highly relevant and
useful resource for educators, policymakers, and researchers who
want to use research to inform the decisions they make about how to
help Latino students succeed in elementary and secondary schools,
and beyond.
Greater numbers of English learners (ELs) are enrolled in school
every year. Teachers and administrators are concerned with the
large gap in reading and academic standing between ELs and students
performing at grade level and want to know how to provide quality
instruction to help close this gap. This book addresses the
language, literacy, and content instructional needs of ELs and
frames quality instruction within effective schooling structures
and the implementation of RTI. New instructional strategies and
assessment processes energize and motivate everyone especially the
students. Dedicated educators who want to generate passion,
commitment, and energy in meeting the challenge of quality
instruction in every classroom can use this book to create
momentum.
This timely book takes a critical look at the teaching of English,
showing how language is used to create hierarchies of cultural
privilege in public schools across the country. Motha closely
examines the work of four ESL teachers who developed anti-racist
pedagogical practises during their first year of teaching. Their
experiences, and those of their students, provide a compelling
account of how new teachers might gain agency for culturally
responsive teaching in spite of school cultures that often
discourage such approaches. The author combines current research
with her original analyses to shed light on real classroom
situations faced by teachers of linguistically diverse populations.
This book will help pre- and in-service teachers to think about
such challenges as differential achievement between language
learners and "native-speakers;" about hierarchies of languages and
language varieties; about the difference between an accent identity
and an incorrect pronunciation; and about the use of students'
first languages in English classes. This resource offers
implications for classroom teaching, educational policy, school
leadership, and teacher preparation, including reflection questions
at the end of each chapter.
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